The preschool institution was named kindergarten. When did kindergartens appear?

In New Lanark, Scotland, at the factory of his wealthy father-in-law, the utopian socialist Robert Owen created in 1802 the so-called “school for babies” (it consisted of a nursery for babies from one to three years old, a preschool for children from three to five years old and playgrounds). From the beginning of 1816, Owen created the “New Institute for the Education of Character” in New Lanark, which united all the educational institutions he had previously organized. In this regard, let me remind you of the caustic statement of P.F. Lesgaft, who used to say that “to teach a child at school from the cradle means to ruin him mentally.” One way or another, Owen for the first time in history created preschool institutions (nurseries, kindergarten) And primary school for children of workers with a broad general education program. He founded an evening school for children over 10 years of age and for teenagers employed in production, combining education with productive industrial work, and organized a club for adult workers, where cultural and educational events were held. Later, the search for forms and methods of preschool education continued, some of them remained completely out of sight of indifferent descendants.
In 1832, at their own expense, E. Gugel, P. Guryev and A. Obodovsky opened a small experimental “School for Minors” at the Rural Educational Home in Gatchina near St. Petersburg. Children of tender ages from two to six years old were taken here; children, under the supervision of a teacher, “playfully learn a lot,” without any strict teaching. “Innocent fun, teaching order and good behavior” - this is the main goal. All teaching subjects serve only as “means for the decent occupation of children.” Gugel believed that such institutions “are especially designated for children of poor parents.” This “School for Young Children” is, in fact, the first preschool educational institution in Russia.

First Kindergarten
In 1837, in Bad Blankenburg, Friedrich W. Froebel, a student and worthy successor of the ideas of the famous teacher Johann G. Pestalozzi, opened the first Kindergarten. Twenty years of research, pedagogical experiments and intense practice preceded this discovery; Froebel was able to combine theoretical constructs with the practical work of education. The teacher himself masterfully knew how to lead children's creativity groups; his students say that he played inimitably, infecting children with fun and seriousness. Having abandoned the term Kinderbewahranstalten (day care for young children), Froebel created the conceptual term “kindergarten”, and he did not ironically call the teachers “gardeners”. The “kindergarten” metaphor is transparent and does not require trivial interpretations, however, the nature-conforming nature of this type of education for children should be emphasized: according to the founder’s plan, the kindergarten is designed to “exercise their soul, strengthen their body, develop feelings and an awakening mind, introduce them to nature and people.”
The outstanding teacher created “Froebel's Gifts” - a developmental didactic complex with the help of which the “gardeners” played with the kids: woolen balls of all colors of the rainbow, balls, cubes, cylinders made of wood. At the time, authorities favored Kleinkinderschulen (schools for small children), where children spent hours “knitting stockings, learning the catechism by heart, and passing the time in deathly silence.” At first, kindergartens existed in Prussia unofficially, hiding in family circles, among Froebel’s students and admirers, wrote A. Simonovich. The kindergarten raises children, but does not at all “educate”, does not “process”, as in other supposedly innovative institutions, these almost “factories for polishing pupils” with the obsessive desire of the organizers for technological analogies. This growing of flowers of life in the garden contains the main intrigue: the kindergarten contrasts the natural, natural, natural movement of the sprout from the bottom up to the world mired in technicalism.
A historical and pedagogical analysis of the concept leads to the first incomplete definition: kindergartens are engaged in the education and free development of children who are too early to learn. Only a small part of the pedagogical community was able to familiarize themselves with Froebel’s works; they were not initially translated into Russian, which significantly hampered the spread of his ideas in Russia.

Concept
A. Simanovich gives a brief summary of the most essential principles of the pedagogical system of preschool education according to F. Froebel.
For a small child, life is about play. Imitative and fantastic games are called outdoor games in kindergartens; creative games are called kindergarten activities, such as building, cutting, gluing, modeling: “In imitative games, he shows his amazing ability to observe his surroundings; in fantastic games he shows not only imagination, but also the experience of the ancient pagan worldview, ancient customs, wars - in a word, the long-gone era of primitive humanity; finally, in creative games he discovers the ever-creative human genius.” Every day for eight or more years, “the child takes up this creation with equal pleasure, which in subsequent years turns directly into an artistic need.”
Children have an innate sense of community. Since ancient times, humanity has lived not alone, but collectively, its sense of community is firmly inherited: “On these two fundamental properties, on the property of children to play, and to play in the company of other children, properties inherent in all tribes of humanity, Froebel’s teaching and his kindergartens are based where the child plays in society." Froebel was the first to introduce all these games and activities into kindergarten: “...he transferred to kindergarten everything that little children did in the nursery, in the garden, on the street, which was passed down to them from generation to generation from older brothers and sisters, from grandmothers and nannies."
Froebel studied children's passion for stories, as well as their love for animals. Leaving fairy tales to family education, he created stories about animals for kindergarten.
Noticing children's love for singing and flowers, Froebel used flower beds that were tended by the children themselves.
Confident in the integrity of children, the humanist Froebel considered education and punishment in kindergarten incompatible.
Based on the observation that the younger the age, the less able the child is to comprehend the abstract, Froebel emphasizes the visual method, based on the child’s specific impressions. The concept of kindergartens is simple and laconic: “...the play and work of preschool children in the company of their peers under the supervision of an educated teacher,” who “guides the children’s games, does not offend one another, tells, sings with the children, accustoms them to order and neatness, works with them in the garden and never punishes them.”
For thousands of years, mothers or grandmothers and nannies in villages and cities have been raising children, why shouldn’t they continue their main activity that has been established for centuries? It was during the Industrial Revolution in the 19th century that European countries experienced vigorous industrial development, which stimulated the creation of preschool educational institutions where mothers could send their children during the working day. The urgent need for the active participation of women in the production process led to the creation of kindergartens - a completely different, not located at home, pedagogical space, where professionals in the educational process are called upon to “raise children.” It is important that the kindergarten is formed according to the model big family, where “the children are brothers and sisters, and the teacher is an affectionate, all-knowing mother who is always ready to help.” Kindergarten is by no means a replacement, but an addition family education provided there are no other children; if the mother does not have time or teaching experience; if there is no special room for games; if everyday conditions require home silence, which greatly embarrasses the child. “Froebel’s kindergartens were a bright, cheerful ray in this gloomy children’s kingdom, but they were so sharply at odds with previous institutions that they brought upon themselves the disfavor of the clergy, and then the government,” wrote A. Simanovich.

The first gardens in Russia
In the era of great reforms of the mid-nineteenth century in our country, Kindergarten began to be transferred to their native soil; in 1859, Sedmigradsky’s kindergarten was opened in Helsingfors, Finland (then part of the Russian Empire). In 1863, under the auspices of the St. Petersburg Pedagogical Assembly, which was actively involved in the problems of preschool education, the first in Russia was opened on Vasilyevsky Island. kindergarten. Professor K. Lugebiel's wife Sofya Andreevna opened a kindergarten in St. Petersburg in 1863. Without any program, the kids frolicked here and studied under the supervision of teachers. Froebel's follower S. Lugebiel actively recommended outdoor activities for children and practiced trips out of town for the older group. The process of “cultivation” itself did not occur in isolation; in kindergarten, parents were not at all forbidden to observe children’s games. However, in an enlightened society, this initiative was initially distrusted, which is why the Lugebiel kindergarten was criticized too harshly. N. Pirogov in “Questions of Life” stated that he does not regret at all that he grew up in those times when Froebel’s gardens were still unknown, because for five-year-olds, excessive excessive regulation of collective games and fun makes children unfree. The garden was closed in 1869 due to lack of funds.

"Kindergartener" Simonovich
The idea of a kindergarten inspired many young enthusiasts in Russia. One of the brightest figures of the Russian social and pedagogical movement, Adelaide Simonovich (nee Bergman), graduated from school, and then self-educated herself in order to pass the exam for the title of home teacher. To continue her education, Adelaide left with her husband Ya. Simonovich to Switzerland, where women could attend universities. In Geneva, she studied pedagogy with F. Froebel’s niece, learning in theory and practice about the kindergartens that appeared there. Having met the idol of Russian enlightened youth A. Herzen, the couple, on his recommendation, returned to their homeland, where reforms were carried out, where their education and talent were in demand.
Twenty-two-year-old A. Simonovich, together with her husband, a pediatrician, opened a paid kindergarten in St. Petersburg in 1866 for children of wealthy parents. The garden was thoroughly equipped for the educational process; there were spacious halls, recreation areas, a courtyard with a garden for games and activities. Education in the garden had a clearly expressed nature-based approach with elements of K. Ushinsky’s ideas about the national character of education and Russian studies, which were very widespread at that time in our country. According to A. Simonovich, a kindergarten teacher should be educated, energetic, cheerful, cheerful, strict, but not vindictive, demanding, not picky, and should know the nature of children. Being engaged not only in practice, but also in the theory of education, A. Simonovich investigated the very complex problem of the relationship between pedagogical influence on a child and his personal freedom.

Education took place in the process of active games, in which children were shown the working and everyday life of the Russian peasantry. Children were taught Russian folk art: fairy tales, songs and round dances. The Simonovich couple published Russia's first magazine on preschool education, “Kindergarten.” Having no extra money, the husband and wife themselves distributed the circulation of their magazine and sent parcels by mail themselves. Telling his readers about Froebel and the organization of European preschool education in magazine articles, A. Simonovich is actively developing the concept of a kindergarten, instilling this idea on Russian soil. Adelaida Semyonovna is firmly convinced that until the enlightened part of society becomes interested in this endeavor, kindergartens will not be able to become accessible to children from the people everywhere throughout Russia. In 1869, due to lack of funds, the kindergarten had to be closed, and E. Borozdina began publishing the magazine, renaming it “Upbringing and Training.” A new understanding of the kindergarten was as an institution where, in the process of games, “gardeners” educate children physically, mentally and morally, regardless of gender, religion and class. Based on the principle of continuous development of the child’s personality in the process of education, A. Simonovich interpreted the general goals and special tasks of preschool education, raising them to the level of primary school age.
The tireless Simonovich family moved to the Caucasus, where in 1871 (according to various sources, in the period 1870-1876) they opened a kindergarten to educate noisy children from several families of residents of multinational Tiflis. A. Simonovich worked in this kindergarten for six years, and then in 1878 the family returned to St. Petersburg. Adelaida Semyonovna began attending lectures at the Faculty of History and Philology at the newly opened Higher Women's Bestuzhev Courses. A selfless intellectual, a wonderful children's doctor, Ya. Simonovich, served at the Elizabeth Children's Hospital in St. Petersburg for more than ten years. According to V. Serova’s memoirs, he “gravitated toward a patriarchal, almost biblical way of life.” In 1883, he contracted typhus in hospital and soon died, leaving a widow with six children. Adelaida Semyonovna adopted the daughter of her husband’s deceased patient, Olga Trubnikova, and also raised her nephew, the future famous artist Valentin Serov. When she opened a tiny private school, her nephew taught drawing here. Simonovich summarized her rich teaching experience in the book “Kindergarten”, which was illustrated by her children and grandchildren-artists.
New gardens
Studying preschool education in the countries of Western Europe, E. Vodovozova, from the position of democratic ideas of the sixties, dreamed of creating a wide network of kindergartens in Russia, while criticizing Froebel’s “mystical” elements, as if the ball should symbolize the unity of the world for the child, and the cube should be a bodily expression of pure peace.
In 1867, Fraulein K. Gehrke opened a kind of kindergarten in an apartment on the third floor, furnished in a “typical German way,” where not only young children, but ten-year-olds were accepted. Here the kids were taught the art of the ballroom ceremony, including curtseying on the floor. A. Benoit recalled how, at the age of seven, his mother dragged him to the “boarding school” (as he calls it - E.K.) to this good-natured fraulein. The boy clearly liked it Interesting games, for several weeks he came here eagerly. However, while playing on the smoothly polished floor, Sasha slipped and broke his nose; the teacher took him home as if he were “a real wounded man.” The next day he protested and no longer went to the “Fräulein Gerke boarding house,” “despite the paid trimester.”
With the “permission of the trustee of the Moscow educational district,” Elizaveta and Vikenty Smidovich opened a kindergarten in Tula in their own house in 1872. Their son Vikenty is the future writer V. Veresaev, his seven brothers and sisters were raised in this home kindergarten. The kindergarten was placed in spacious rooms so that twenty children could play and frolic freely. Holidays were held in the garden and theater performances were staged. In addition, the Smidovich kindergarten with boarding was free. Due to a lack of funds, the Smidovichs had to close their kindergarten in 1875.
The first free, so-called people's kindergarten for children of the lower strata of the population was opened in 1866 at the charitable Society of Cheap Apartments in St. Petersburg. On the initiative of N. Zadler (Rauchfuss) and E. Werther, who graduated from the seminary for teachers and kindergarteners in Gotha, as well as I. Paulson and K. Rauchfuss, in 1871 they opened the Froebel Society in St. Petersburg, under which they established courses for training kindergarteners . In 1866, in St. Petersburg, at the initiative of Varvara Tarnovskaya, the Society for the Care of Poor and Sick Children founded a public kindergarten for the children of citizens from the lower strata of the population (there was no Froebel Society yet). Here two teachers were raising 50 children. In the kindergarten, a minimum fee was introduced (10 kopecks per month), and children from the poorest families were exempted from fees: “These children who live in the corners, under the Swiss stairs, the janitor's. In kindergarten they are in bright, clean rooms, under good supervision and develop correctly.” According to D. Severyukhin, free kindergartens for children of poor citizens at the Foundry and Vyborg Handicraft Schools were opened by the Women's Patriotic Society in the early 1890s. The Alexander Nevsky Temperance Society, the Society for Benefiting Poor Women, the Lepta Society for the Care of Poor Children, and some city trusts for the poor participated in the establishment of charitable kindergartens. A kindergarten with 50 places was opened at the St. Petersburg Orphanage. E. Kalacheva opened a free public kindergarten on the island of Goloday in 1898; she headed the St. Petersburg Society for the Establishment of Folk Kindergartens, which opened a kindergarten with a free children's canteen on the 15th line, 40 (in 1910, 49 boys and 37 girls were kept here ).
In the second half of the 19th century, Froebelian societies began to be created in different cities of Russia, engaged in a whole range of sociocultural endeavors: training teachers, gardeners, organizing children's leisure V summer time, publishing children's literature, trips out of town for children from low-income families. For example, in St. Petersburg, two public kindergartens were attended by up to 120 children in winter, and over 1,000 children from the poorest classes of the population attended the summer public kindergarten every day during the summer. In Kyiv in 1908, the Froebel Institute was founded with a three-year course for training gardeners. A new cycle of academic disciplines was taught here: biology and human physiology, general hygiene, psychology, pedagogy, history of pedagogical teachings, children's literature, foreign languages, games, manual labor; pedagogical and psychological laboratories and kindergartens were created at the institute, in which practical classes were conducted .
However, the creation of kindergartens gave rise to numerous opponents, both in Europe and in Russia. Not all of Froebel’s discoveries took root, although he carefully developed the sequence of applying methods from simple to complex, teaching children weaving, cutting and other skills. Pedagogical reality made its own adjustments, which did not change the essence of the principles of the kindergarten. The initiative was seriously criticized by doctors who believed that kindergartens served as breeding grounds for diseases, which could be combated by not allowing sick children to be brought in. There were other objections: minor work harm children's vision, and loud singing harms their voice; in kindergarten they care too much about mental development children, and as a result they become nervous. In response, kindergartens abandoned embroidery, which was too tiring for the eyes, and sedentary activities were replaced with active games.
According to A. Simonovich, at the end of the 19th century in Moscow there were 13 preschool institutions with 20 children each, but these were not “educational institutions for young children” where they taught reading, writing, arithmetic, and foreign languages. The principles of the concept were violated, because there was no need to create primary schools at all, in addition, in kindergarten everything was built on the principle of family, that is, they did not assume any separation of girls from boys from each other, as in state-owned educational institutions. At the beginning of the twentieth century, in all of Russia, only about 1,000 children attended kindergartens and so-called primary schools. By October 1917, there were already 280 kindergartens in Russia.
In 1900, in Moscow, F.Pay opened the first paid kindergarten-boarding school for deaf-mute children, preparing them for admission to schools for the deaf-mute. Children of senior preschool age were taught the ability to combine sounds into words and simple phrases, as well as lip reading; Froebel classes were held here and handicrafts were taught. Children's games were specially adapted to the exercise of lip reading and speech.
Home-type kindergartens by A. Rosenberg and E. Dmitrieva, which were attended by a maximum of 10 children, became widespread in Moscow. Kindergartens of E. Zalesskaya, M. Oksakovskaya, N. Treskina were created at educational institutions, their number was more than 25 children. A. Lamprecht's private home kindergarten and boarding school, in fact, was engaged in preparation for admission to a school owned by the same owner. The Moscow kindergarten of E. Zalesskaya turned out to be a long-liver (from 1897 to 1912). Starting classes using the Froebel method, E. Zalesskaya transformed the pedagogical concept of working with children, making it eclectic.
In addition to home ones, there were folk kindergartens. Since 1905, Louise Schleger led the people's kindergarten opened in Moscow by the Settlement pedagogical society (later the society Child labour and rest"), headed by S. Shatsky. The teachers of this kindergarten, with great enthusiasm and completely free of charge, not only taught pedagogical work, but also served the children themselves and cleaned the kindergarten premises. Since 1919, this kindergarten became part of the system of institutions of the first experimental station for public education of the People's Commissariat of Education of the RSFSR. The theory of free education was the basis of the pedagogical concept of this garden; children were given the right to choose activities and games. Schleger is the author of the works “Materials for conversations with young children”, “Practical work in kindergarten”, which enriched domestic preschool education. She formulated the principles of the concept of free education in relation to preschool educational institutions:
“1) children have the right to their own life;
2) each age has its own interests, its own capabilities, and each age needs to be studied;
3) children should be given complete freedom in work and play;
4) free work serves as an indicator of growth for us;
5) the material that we introduce into kindergarten must be flexible, broad, giving children the opportunity to self-identify without the help and guidance of adults, it must be sought and explored;
6) it is impossible for this age to think about planting the public artificially, giving children ready-made forms; they need to first establish their identity;
7) our role is helping, guiding, studying, observing.”
Unified program educational work they did not begin to develop it in the public kindergarten, although L. Schleger soon divided the classes into “suggested” and mandatory according to the teacher’s plan. In 1913, at the Society for the Promotion of Preschool Education in St. Petersburg, Elizaveta Tikheyeva organized a kindergarten; she advocated the need to use a system of didactic materials for speech development, and developed recommendations for the mental, moral, and aesthetic education of children.

E. KNYAZEV, Doctor of Pedagogical Sciences, Professor of the Department of Preschool Education Management
IPPO MSPU

Marina Grishina
The history of the kindergarten

History of kindergarten

The name itself - « Kindergarten» was invented in 1837 by the educator Friedrich Wilhelm August Froebel. He also created an institution for games and activities for young children” in the city of Bad Blankenburg. Although this institution existed for only about two years. Name « Kindergarten» he came up with the idea that children are the flowers of life and gardeners should raise them.

First in Russia children's the gardens were opened in the 60s. XIX century. They were private and expensive, so they were not available to ordinary people. First mention of kindergartens in 1859. (Helsingfors, now the capital of Finland, Helsinki). The first one in Moscow children's The garden was opened only in 1866 at the boarding school for Gerke girls.

The first one is paid children's the garden was opened in Helsingfors in 1859 by Sedmigradsky, the second in St. Petersburg in 1863 by the wife of St. Petersburg University professor S.A. Lugebil, the third in Helsingfors in 1863, the fourth in St. Petersburg in 1863 by the editor of the magazine “ Kindergarten A. S. Simonovich.

Between 1866 and 1870, several toll booths were opened children's gardens by private individuals in Irkutsk, Voronezh, Moscow, Smolensk, Tbilisi, St. Petersburg. In 1868-1869, four toll stations were opened in Moscow kindergarten, owned by Mamontova, Levenstern, Solovyova and Rimskaya-Korsakova. In 1893 in Moscow there were 7 paid private children's kindergartens for children of both sexes (35 girls and 21 boys). All of them were located at educational institutions and were preparatory schools for very young children.

To data children's kindergartens were accepted for children from 3 to 8 years. There teachers worked with them, children played outdoor games. In addition, Simonovich began publishing a magazine « Kindergarten» , which talked about preschool education.

Modern Russian children's the gardens are divided into four large ones groups: municipal, private (commercial, departmental and home (family). The quality and variety of services provided, the number of children in the group and the availability of special developmental programs depend on the type of kindergarten chosen. Let's talk in more detail about each of the possible options.

"Municipal"

Most of those reading this article in childhood I visited the municipal (state) kindergarten Modern parents are usually pushed to choose this option by the following: causes: low cost, proximity to home and the notorious human factor. Sometimes amazing people work in municipal kindergartens - sweet and smiling teachers or managers full of creative energy, who attract people to the kindergarten. "clients".

Main disadvantages: overcrowding (groups often have up to 25 or even 30 people, poor nutrition, lack of attention from teachers.

"General education program" Municipal gardens include walks, physical education, drawing, music and modeling, less often - English and visits to the pool.

"Departmental"

The price is higher than in a municipal garden, but lower than in a private one. In addition to price, the disadvantage of departmental garden may become inaccessible to children "from the side" (those whose parents are in no way connected with the supervising organization).

There are fewer children in groups, the food is more varied. Since the programs and procedures of such kindergarten are determined by the enterprises and organizations in whose department it is located, it is advisable to familiarize yourself with them in advance. When enrolling your child in a departmental kindergarten, check that he has state certification and a license.

"Private"

Such kindergartens have many advantages - a small number of children in a group (usually about 10 people), and attentive attitude towards them, and a variety of developmental programs, and a well-thought-out menu (and the children eat not from chipped plates from the times of the USSR, but from beautiful dishes cheerful colors) For each group "attached" pediatrician, speech therapist and psychologist.

This option is convenient for parents, including the fact that private kindergartens are usually open until 21.00 (and some even around the clock).

There is no limit to perfection - some private kindergartens can offer pupils horse riding lessons, a sauna and swimming pool, tennis courts, a menu for young gourmets and individual classes for allergy sufferers foreign languages. Of course, for all this have to It's not a small amount of money to pay.

"Family"

Despite the fact that home children's Gardens are an expensive pleasure, and parents are becoming increasingly interested in them. And this is not surprising, because in such a kindergarten the baby can be provided with maximum care and attention (in "group" Usually there are no more than five people, take it into account individual characteristics and addictions (for example, dietary needs).

If you decide to give preference to a family kindergarten, try to talk with one of the parents of children already attending it. Also inspect the room in which the kindergarten is located. (often this is a private apartment, which includes a bedroom and a playroom).

Publications on the topic:

History of the kindergarten “Scarlet Flower” (for the anniversary of the preschool educational institution) HISTORY OF THE KINDERGARTEN “SCARLET FLOWER” IN VERSES Energetik is such a village, it is located in the river zone, It was built for workers.

Kindergartens were not born in Russia, but, perhaps, it was here that they became most widespread. The term "kindergarten" itself was invented.

History of the emergence of the city Conversation with children of the preparatory group for school History of the emergence of the city Conversation with children of the preparatory group for school Purpose: acquaintance with the history of the emergence of the city, its development.

Summary of the lesson “History of the native kindergarten” within the framework of the methodological development “We are from the Don region” Purpose: to introduce the history of kindergarten. Objectives: Expand children’s knowledge about their kindergarten, draw attention to its history, and clarify it.

Abstract of GCD for children of the senior group “History of the emergence of Kuban” Goal: to form a moral and patriotic attitude of preschoolers towards native land, Motherland. Objectives: Educational: Introduce history.

Shabrova Natalya
Educator in pre-revolutionary Russia

The teacher is a person, which carries out upbringing a growing person. If we consider this concept in a narrow professional sense, then teacher- this is a certain official who carries out the tasks assigned to him by regulations educational functions.

IN pre-revolutionary Russia The pedagogical works of Locke and Rousseau were highly valued. In their works, these learned men invariably noted that teacher The younger generation should enjoy special status and respect in society. Rich families Russia hired teachers for their children, as a rule, from among the inhabitants of Western Europe. In honor were tutors and governesses from France, Germany, Sweden and Denmark. Less common were tutors from among the inhabitants of Foggy Albion.

It is known that the future great poet Russia Alexander Sergeevich Pushkino had three tutors. At the age of nine he was invited as a pet teacher French emigrant Count Montfort. The Count of Montfort was distinguished by his refined manners and excellent aristocratic education. Probably, memories distant childhood formed the basis of these Pushkin lines:

"We all learned a little bit

Something and somehow

So education, God bless,

It’s no wonder to shine here”

A. S. Pushkin. "Eugene Onegin".

The second mentor of the young poet was the Jesuit Ruslo, who, however, did not stay long at the estate of Alexander’s parents. The stern Jesuit was not satisfied with the spirit of freethinking that reigned in the Pushkin family. He soon left at the invitation of the St. Petersburg boarding school, where he was accepted as a Latin teacher. The third was mentored by Monsieur Schedel. However, this Frenchman turned out to be a rogue and a swindler and was soon refused his home.

As can be seen from the example of A. S. Pushkin in pre-revolutionary Russia it wasn't so easy to find a good one teacher for a child, even for very wealthy families. And what can we say about commoners? At best, children brought up illiterate grandmother or older brothers and sisters. Fathers and mothers, forced to work hard to earn their daily bread, did not have time for a full and comprehensive raising children.

Leading Russian teachers of the 19th century K. D. Ushinsky, A. S. Simonovich, E. I. Conradi in their works constantly pointed out the need to create an institute for children educators. They saw this as the key to the full development of children. Leading teachers wrote that educators must be comprehensively educated people, must have advanced views and apply innovative methods everywhere raising and teaching children. Particularly noted was the preschool upbringing, as the foundation for future human development. Prominent Russian thinker Vissarion Belinsky wrote that the original upbringing one should see in a child not an official, not a poet, not a craftsman, but a person who could later be one or the other without ceasing to be a person.

Teacher K. D. Ushinsky assigned a special role in raising children"kindergartener", as he called teachers. In his works, he described her as “possessing pedagogical talent, kind, meek, but at the same time with a strong character, who would passionately devote herself to children of this age and, perhaps, would study everything that needs to be known in order to to keep them busy."

Future educators kindergartens attended all kinds of courses, where they listened to lectures by leading teachers of that time. The training courses emphasized that teacher must not only feed, care for and supervise children, but also be fluent in the methods and techniques of teaching and developing the child. Exactly kindergarten teachers(which appeared in Russia in the second half of the 19th century) often became carriers of the most advanced pedagogical ideas of that time.

First teachers kindergartens became women. Social portrait of them that's how it is: a young woman from 18 to 25 years old, of the Orthodox faith, from the commoners, usually a graduate of a gymnasium or a student. Sometimes as the teachers were German women, who completed courses in Germany that were opened at Teachers' Seminaries for Women.

The foundation that was laid in pre-revolutionary Russia, turned out to be a solid foundation and starting point for the development of the institute educators preschool educational institutions of modern Russia.

Publications on the topic:

“I am a teacher” Video I still don't have a driver's license or my own car. I have never been abroad. I spend my holidays not on the islands, but in the village with relatives.

"With love for Russia." Event for Russia Day at a summer school camp for students in grades 1–6 WITH LOVE FOR RUSSIA. (event by 12.06 at a summer school camp (day care center) for children in grades 1-6) Purpose: to introduce.

Goal: To instill love for the Motherland, cultivate feelings of patriotism, pride in one’s country, and feel involved in its life. Day.

Information card of the participant in the regional stage of the All-Russian professional competition “Teacher of the Year in Russia - 2017”[Leonova Tatyana Aleksandrovna 1. General information Subject Russian Federation Russian Federation Locality Orel Date of birth (day, month,...

I am a teacher. I work as a teacher at the MBDOU "Alikovsky kindergarten No. 1 "Rodnichok" in the village of Alikovo, Chuvash Republic. There is one in the world.

Materials for participation in the III All-Russian competition “Educator of Russia” Materials for participation in III All-Russian competition“Teachers of Russia” Nomination “Best teacher of an educational organization” 1. General.

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THE FIRST KINDERGARTENS IN RUSSIA

1. Kindergarten A.S. Simonovich

2. First Kindergarten

4. New gardens

1. Kindergarten A.S. Simonovich

The very first “kindergarten” in Russia was the St. Petersburg establishment of Adelaide Semyonovna Simonovich (1840-1933), which she opened with her husband in 1866 in St. Petersburg. The institution accepted children 3-8 years old, the “kindergarten” was paid. Adelaide Simonovich became the first “gardener” in Russia - that’s how she officially called herself. Simonovich was a great dreamer; the program of her “garden” included outdoor games, construction, and even a course in homeland studies that she invented.

But even this seemed not enough to her. “The Gardener” wanted the ideas of the German teacher Froebel to become Russian practice, and began publishing a special magazine “Kindergarten” dedicated to issues of preschool education. A.S. Simonovich, opened a paid kindergarten for children of the intelligentsia in St. Petersburg, having previously familiarized herself with the work of kindergartens in Switzerland. Studying the characteristics of children, she became convinced of the impossibility proper education according to Froebel’s system and turned to the idea of public education proposed by K.D. Ushinsky.

Simonovich believed that up to 3 years of age, children should be raised in the family with the active participation of the mother, and from 3 to 8 years of age, the family should be supported by a kindergarten. Viewing kindergarten as “a link between family and school,” she believed that it should prepare children for schooling. In her opinion, activities in kindergarten should have the nature of a game. According to A.S. Simonovich, from the degree of mental and moral development The nature and direction of the kindergarten depends on the gardener. Having established a certain system of games and activities with children aged 5-7 years according to a weekly schedule, A.S. Simonovich, nevertheless, considered it possible, in connection with new events or the mood of the students, to make some deviations from the schedule.

Not being satisfied with Froebel’s methods of conducting games and activities, she prepared her own approximate methodological developments in homeland studies, outdoor games and gymnastics, storytelling, drawing and laying out, designing, cutting, weaving and other types of work, she considered it necessary to involve children in performing certain duties (for example, on duty), to teach them mutual assistance and camaraderie, and to limit their desires.

In the course of practical work with children, Simonovich refused to strictly follow Froebel’s methodology in other classes. Instead of formal, strictly systematized manual exercises By folding paper, cutting out and gluing different shapes, children made boxes, doll furniture, houses, etc. from paper and cardboard.

In older preschool age, more systematic preparation for school is introduced in a special elementary class.

The child, continuing to play, at the same time gets used to perseverance, gets acquainted with the alphabet, writing and counting. Classes in the elementary class should be structured in such a way as to create in children a joyful anticipation of school lessons. IN younger group In a kindergarten with three- and four-year-old children, Simonovich structured her work as in a family, conducting mostly individual games and activities with them. General activities of children in the younger group were rare.

Simonovich noticed that kids love to drag, fold, disassemble, install furnishings, building materials, and love to play with dolls (individually or in groups of 2-3 people). She also noticed that children of this age do not yet have stable interests in games and activities, almost all of them are very active, and most of all they are interested in modeling, drawing, independent constructions from cubes, and laying out rings. Classes in senior group, with five and six year old children, led by Ya.M. Simonovich, had a natural history bias. Ya.M. Simonovich conducted physical experiments that children could understand, went with them on excursions to the river, to parks, etc., during which the children observed nature and the changes occurring in it.

Walks and excursions were accompanied by conversations, collecting various objects - plants, pebbles, etc.

In subsequent classes Ya.M. Simonovich read articles and stories to the children, which deepened the knowledge they had acquired. In New Lanark, Scotland, at the factory of his wealthy father-in-law, the utopian socialist Robert Owen created in 1802 the so-called “school for babies” (it consisted of a nursery for babies from one to three years old, a preschool for children from three to five years old and playgrounds).

From the beginning of 1816, Owen created the “New Institute for the Education of Character” in New Lanark, which united all the educational institutions he had previously organized.

Let me remind you of the caustic statement of P.F. on this matter. Lesgaft, who used to say that “teaching a child at school from the cradle means ruining him mentally.”

One way or another, Owen, for the first time in history, created preschool institutions (nurseries, kindergarten) and an elementary school for children of workers with a broad general education program.

He founded an evening school for children over 10 years of age and for teenagers employed in production, combining education with productive industrial work, and organized a club for adult workers, where cultural and educational events were held. Later, the search for forms and methods of preschool education continued, some of them remained completely out of sight of indifferent descendants.

In 1832, at their own expense, E. Gugel, P. Guryev and A. Obodovsky opened a small experimental “School for Minors” at the Rural Educational Home in Gatchina near St. Petersburg. Children of tender ages from two to six years old were taken here; children, under the supervision of a teacher, “playfully learn a lot,” without any strict teaching. “Innocent fun, teaching order and good behavior” - this is the main goal.

All teaching subjects serve only as “means for the decent occupation of children.” Gugel believed that such institutions “are especially designated for children of poor parents.” This “School for Young Children” is, in fact, the first preschool educational institution in Russia.

2. First Kindergarten

In 1837, in Bad Blankenburg, Friedrich W. Froebel, a student and worthy successor of the ideas of the famous teacher Johann G. Pestalozzi, opened the first Kindergarten. Twenty years of research, pedagogical experiments and intense practice preceded this discovery; Froebel was able to combine theoretical constructs with the practical work of education. The teacher himself masterfully knew how to lead children's creativity groups; his students say that he played inimitably, infecting children with fun and seriousness. Having abandoned the term Kinderbewahranstalten (day care for young children), Froebel created the conceptual term “kindergarten”, and he did not ironically call the teachers “gardeners”. The “kindergarten” metaphor is transparent and does not require trivial interpretations, however, the nature-conforming nature of this type of education for children should be emphasized: according to the founder’s plan, the kindergarten is designed to “exercise their soul, strengthen their body, develop feelings and an awakening mind, introduce them to nature and people.” The outstanding teacher created “Froebel's Gifts” - a developmental didactic complex with the help of which the “gardeners” played with the kids: woolen balls of all colors of the rainbow, balls, cubes, cylinders made of wood. At the time, authorities favored Kleinkinderschulen (schools for small children), where children spent hours “knitting stockings, learning the catechism by heart, and passing the time in deathly silence.” At first, kindergartens existed unofficially in Prussia, hiding in family circles, among Froebel’s students and admirers, wrote A. Simonovich. The kindergarten raises children, but does not at all “educate”, does not “process”, as in other supposedly innovative institutions, these almost “factories for polishing pupils” with the obsessive desire of the organizers for technological analogies. This growing of flowers of life in the garden contains the main intrigue: the kindergarten contrasts the natural, natural, natural movement of the sprout from the bottom up to the world mired in technicalism.

A historical and pedagogical analysis of the concept leads to the first incomplete definition: kindergartens are engaged in the education and free development of children who are too early to learn. Only a small part of the pedagogical community was able to familiarize themselves with Froebel’s works; they were not initially translated into Russian, which significantly hampered the spread of his ideas in Russia.

The concept of A. Simanovich gives a brief summary of the most essential principles of the pedagogical system of preschool education according to F. Froebel. For a small child, life is about play.

Imitative and fantastic games are called outdoor games in kindergartens; creative games are called kindergarten activities, such as building, cutting, gluing, modeling: “In imitative games, he shows his amazing ability to observe his surroundings; in fantastic games, he shows not only imagination, but and the experience of the ancient pagan worldview, ancient customs, wars - in a word, the long-past era of primitive humanity, and finally, in creative games, he discovers the ever-creative human genius.” Every day for eight or more years, “the child takes up this creation with equal pleasure, which in subsequent years turns directly into an artistic need.”

Children have an innate sense of community. Since ancient times, humanity has lived not alone, but collectively, its sense of community is firmly inherited: “On these two fundamental properties, on the property of children to play, and to play in the company of other children, properties inherent in all tribes of humanity, Froebel’s teaching and his kindergartens are based where the child plays in society." Froebel was the first to introduce all these games and activities into kindergarten: “...he transferred to kindergarten everything that little children did in the nursery, in the garden, on the street, which was passed down to them from generation to generation from older brothers and sisters, from grandmothers and nannies."

Froebel studied children's passion for stories, as well as their love for animals. Leaving fairy tales to family education, he created stories about animals for kindergarten. Noticing children's love for singing and flowers, Froebel used flower beds that were tended by the children themselves. Confident in the integrity of children, the humanist Froebel considered education and punishment in kindergarten incompatible. Based on the observation that the younger the age, the less able the child is to comprehend the abstract, Froebel emphasizes the visual method, based on the child’s specific impressions. The concept of kindergartens is simple and laconic: “...the play and work of preschool children in the company of their peers under the supervision of an educated teacher,” who “guides the children’s games, does not offend one another, tells, sings with the children, accustoms them to order and neatness, works with them in the garden and never punishes them.” For thousands of years, mothers or grandmothers and nannies in villages and cities have been raising children, why shouldn’t they continue their main activity that has been established for centuries?

It was during the Industrial Revolution in the 19th century that European countries experienced vigorous industrial development, which stimulated the creation of preschool educational institutions where mothers could send their children during the working day. The urgent need for the active participation of women in the production process led to the creation of kindergartens - a completely different, not located at home, pedagogical space, where professionals in the educational process are called upon to “raise children.” It is important that the kindergarten is formed on the model of a large family, where “the children are brothers and sisters, and the teacher is an affectionate, all-knowing mother, always ready to help.” Kindergarten is by no means a replacement, but a supplement to family education, provided that there are no other children, if the mother does not have time or teaching experience, if there is no special room for games, if everyday conditions require home silence, which greatly embarrasses the child. “Froebel’s kindergartens were a bright, cheerful ray in this gloomy children’s kingdom, but they were so sharply at odds with previous institutions that they incurred the disfavor of the clergy, and then the government,” wrote A. Simanovich.

3. The first gardens in Russia during the era of great reforms

In the era of great reforms of the mid-nineteenth century in our country, Kindergarten began to be transferred to their native soil; in 1859, Sedmigradsky’s kindergarten was opened in Helsingfors, Finland (then part of the Russian Empire).

In 1863, under the auspices of the St. Petersburg Pedagogical Assembly, which was actively involved in the problems of preschool education, the first kindergarten in Russia was opened on Vasilyevsky Island. Professor K. Lugebiel's wife Sofya Andreevna opened a kindergarten in St. Petersburg in 1863. Without any program, the kids frolicked here and studied under the supervision of teachers.

Froebel's follower S. Lugebiel actively recommended outdoor activities for children and practiced trips out of town for the older group. The process of “cultivation” itself did not occur in isolation; in kindergarten, parents were not at all forbidden to observe children’s games. However, in an enlightened society, this initiative was initially distrusted, which is why the Lugebiel kindergarten was criticized too harshly. N. Pirogov in “Questions of Life” stated that he does not regret at all that he grew up in those days when Froebel’s gardens were still unknown, because for five-year-olds, excessive excessive regulation of collective games and fun makes children unfree. The garden was closed in 1869 due to lack of funds.

"Kindergartener" Simonovich. The idea of a kindergarten inspired many young enthusiasts in Russia. One of the brightest figures of the Russian social and pedagogical movement, Adelaide Simonovich (nee Bergman), graduated from school, and then self-educated herself in order to pass the exam for the title of home teacher. To continue her education, Adelaide left with her husband Ya. Simonovich to Switzerland, where women could attend universities. In Geneva, she studied pedagogy with F. Froebel’s niece, learning in theory and practice about the kindergartens that had appeared there. Having met the idol of Russian enlightened youth A. Herzen, the couple, on his recommendation, returned to their homeland, where reforms were carried out, where their education and talent were in demand.

Twenty-two-year-old A. Simonovich, together with her husband, a pediatrician, opened a paid kindergarten in St. Petersburg in 1866 for children of wealthy parents.

The garden was thoroughly equipped for the educational process; there were spacious halls, recreation areas, a courtyard with a garden for games and activities. Education in the garden had a clearly expressed nature-based approach with elements of K. Ushinsky’s ideas about the national character of education and Russian studies, which were very widespread at that time in our country.

According to A. Simonovich, a kindergarten teacher should be educated, energetic, cheerful, cheerful, strict, but not vindictive, demanding, not picky, and should know the nature of children. Being engaged not only in practice, but also in the theory of education, A. Simonovich investigated the very complex problem of the relationship between pedagogical influence on a child and his personal freedom. Education took place in the process of active games, in which children were shown the working and everyday life of the Russian peasantry. Children were taught Russian folk art: fairy tales, songs and round dances. The Simonovich couple published Russia's first magazine on preschool education, “Kindergarten.” Having no extra money, the husband and wife themselves distributed the circulation of their magazine and sent parcels by mail themselves.

Telling his readers about Froebel and the organization of European preschool education in magazine articles, A. Simonovich is actively developing the concept of a kindergarten, instilling this idea on Russian soil. Adelaida Semyonovna is firmly convinced that until the enlightened part of society becomes interested in this endeavor, kindergartens will not be able to become accessible to children from the people everywhere throughout Russia. In 1869, due to lack of funds, the kindergarten had to be closed, and E. Borozdina began publishing the magazine, renaming it “Upbringing and Training.” A new understanding of the kindergarten was as an institution where, in the process of games, “gardeners” educate children physically, mentally and morally, regardless of gender, religion and class. Based on the principle of continuous development of the child’s personality in the process of upbringing, A. Simonovich interpreted the general goals and special tasks of preschool education, raising them to the level of primary school age.

The tireless Simonovich family moved to the Caucasus, where in 1871 (according to various sources, in the period 1870-1876) they opened a kindergarten to educate noisy children from several families of residents of multinational Tiflis. A. Simonovich worked in this kindergarten for six years, and then in 1878 the family returned to St. Petersburg. Adelaida Semyonovna began attending lectures at the Faculty of History and Philology at the newly opened Higher Women's Bestuzhev Courses. A selfless intellectual, a wonderful children's doctor, Ya. Simonovich, served at the Elizabeth Children's Hospital in St. Petersburg for more than ten years.

According to the memoirs of V. Serova, he “gravitated toward a patriarchal, almost biblical way of life.” In 1883, he contracted typhus in hospital and soon died, leaving a widow with six children. Adelaida Semyonovna adopted the daughter of her husband’s deceased patient, Olga Trubnikova, and also raised her nephew, the future famous artist Valentin Serov. When she opened a tiny private school, her nephew taught drawing here. Simonovich summarized her rich teaching experience in the book “Kindergarten”, which was illustrated by her children and grandchildren-artists.

4. New gardens

Studying preschool education in Western European countries, E. Vodovozova, from the position of democratic ideas of the sixties, dreamed of creating a wide network of kindergartens in Russia, while criticizing Froebel’s “mystical” elements, as if the ball should symbolize the unity of the world for the child, and the cube should be a bodily expression pure peace.

In 1867, Fraulein K. Gerke opened a kind of kindergarten in an apartment on the third floor, furnished in a “typical German way,” where not only young children, but ten-year-olds were accepted. Here the kids were taught the art of the ballroom ceremony, including curtseying on the floor. A. Benoit recalled how, at seven years old, his mother dragged him to the “boarding school” (as he calls it - E.K.) to this good-natured fraulein. The boy clearly liked the interesting games; he came here eagerly for several weeks. However, while playing on the smoothly polished floor, Sasha slipped and broke his nose; the teacher took him home as if he were “a real wounded man.” The next day he protested and no longer went to the “Fräulein Gerke boarding house,” “despite the paid trimester.”

With the “permission of the trustee of the Moscow educational district,” Elizaveta and Vikenty Smidovich opened a kindergarten in Tula in their own house in 1872. Their son Vikenty is the future writer V. Veresaev, his seven brothers and sisters were raised in this home kindergarten. The kindergarten was placed in spacious rooms so that twenty children could play and frolic freely. Holidays were held in the garden and theater performances were staged. In addition, the Smidovich kindergarten with boarding was free. Due to a lack of funds, the Smidovichs had to close their kindergarten in 1875.

The first free, so-called people's kindergarten for children of the lower strata of the population was opened in 1866 at the charitable Society of Cheap Apartments in St. Petersburg. On the initiative of N. Zadler (Rauchfuss) and E. Werther, who graduated from the seminary for teachers and kindergarteners in Gotha, as well as I. Paulson and K. Rauchfuss, in 1871 they opened the Froebel Society in St. Petersburg, under which they established courses for training kindergarteners . In 1866, in St. Petersburg, at the initiative of Varvara Tarnovskaya, the Society for the Care of Poor and Sick Children founded a public kindergarten for the children of citizens from the lower strata of the population (there was no Froebel Society yet). teacher preschool education

Here two teachers were raising 50 children. In the kindergarten, a minimum fee was introduced (10 kopecks per month), and children from the poorest families were exempted from fees: These children who live in the corners, under the Swiss stairs, the janitor's.

In kindergarten they are in bright, clean rooms, under good supervision and develop correctly.

According to D. Severyukhin, free kindergartens for children of poor citizens at the Foundry and Vyborg Handicraft Schools were opened by the Women's Patriotic Society in the early 1890s. The Alexander Nevsky Temperance Society, the Society for Benefiting Poor Women, the Lepta Society for the Care of Poor Children, and some city trusts for the poor participated in the establishment of charitable kindergartens. A kindergarten with 50 places was opened at the St. Petersburg Orphanage.

E. Kalacheva opened a free public kindergarten on the island of Goloday in 1898; she headed the St. Petersburg Society for the Establishment of Folk Kindergartens, which opened a preschool children's institution with a free children's canteen on the 15th line, 40 (in 1910 there were 49 boys and 37 girls).

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Friedrich Froebel - inventor of the kindergarten

F. Froebel (04/21/1782 – 06/21/1852) – German teacher, theorist of preschool education. He studied at the University of Jena, then worked with the famous teacher I. G. Pestalozzi at the Yverdon Institute. In 1837 he opened an institution for games and activities for young children in Blankenburg (Thuringia), on the basis of which he developed the idea of a kindergarten. In his philosophical views, Froebel was an idealist and considered preschool education as the only means of eliminating social evil and improving morals. In his system of education, the starting point was the idea of the active nature of the child - his mobility, spontaneity, constant development of physical and mental strength, sociability, curiosity. It was Froebel who formulated the first principles of a real kindergarten. The main one is not to prevent the child from becoming a person, but to help, developing all the best that nature has given him. Froebel promoted the creation of kindergartens that promote the improvement of these natural abilities of the child, organized the training of teachers (“gardeners”), created a methodology for working with children, which was based on the development of sensory organs, movements, thinking and speech, revealed the educational significance of games in childhood. Froebel suggested a special didactic material, so-called Froebel’s “gifts”, which represented a system of playing games with balls and geometric bodies - balls, cubes, cylinders, bars and increasingly smaller and more diverse divisions. All this was used for development spatial representations, perception of movement, shape, color, size, number, combinatory thinking abilities in the process of children's “constructions”. In addition to “gifts,” Froebel introduced play activities using sticks, pebbles, sand, and paid great attention to conversation, storytelling, singing, drawing, modeling, modeling and paper cutting, and children’s work in the garden.

This first preschool institution was open to everyone, and even a rather poor city dweller could send a child to it: the fee per week was 15 pfenings in silver (a pound of meat cost 10 pfenings). In Froebel's kindergarten, children were fed three hot meals a day. But first of all we dealt with them comprehensive development. And, as they would say today, the entire program was built on self-financing (Friedrich Froebel himself also paid for the work of several educators). This “garden” became a real nursery in which children were “raised” under the personal supervision of the great teacher and under his own motto, which consisted of three words: “Labor. Patience. Love". And the focus was, first of all, on the uniqueness and individuality of each child. The idea was not an “incubator” from which it was necessary to obtain identical birds, but a place where every child was welcome just because he exists and that he is not like the others, where “his own keys” were selected for each one. It was Friedrich Froebel who first stated that the best teacher for a child is play.

He also invented the well-known and beloved cubes with pictures and letters.

Froebel's teaching contributed to the separation of preschool pedagogy into a separate branch of pedagogical science. His system has become widespread in many countries, including Russia.

Unfortunately, the brilliant teacher was an unimportant businessman, and his kindergarten was soon on the verge of bankruptcy and could have ceased its activities very quickly, but this undertaking already had its supporters. One of them donated a significant part of his fortune, preventing not only the first kindergarten from closing, but also following it by opening several more in Germany. After which the idea went “for a walk” around the world.

Kindergarten in Russia. A little history

In the 60s of the 19th century, a new type appeared in Russia educational institution- kindergarten. It arose as an echo of the Froebelian movement in the West.

In St. Petersburg, the Russified Germans (I.I. Paulson and K.A. Rauchfus) created a society to promote the primary education of children according to the Froebel system. However, the “idea” of the kindergarten was perceived ambiguously by Russian teachers: some saw in it “the stultifying influence of the German system, which does not correspond to the scope of Russian nature,” others considered the kindergarten to be the only true way to educate a new person. As a result, Froebel’s system became widely known, but few people understood its essence, despite the calls that sounded from the pages of pedagogical magazines of the second half of the 19th and early 20th centuries to carefully study and understand the “true Froebel.”

Kindergartens “took root” extremely slowly: they arose on the initiative of private individuals, were paid and intended for children of the urban propertied classes.

The single kindergartens that existed in the 60-80s of the 19th century (by the beginning of 1867 there were only four of them in St. Petersburg and Moscow), working exclusively “according to Froebel,” were “very far from the creator.” Some teachers blindly copied the provisions of his system, others sought to creatively transform them.

One of the first kindergartens in Russia was the St. Petersburg institution of Adelaide Semyonovna Simonovich, which she opened with her husband in 1866. Wealthy parents paid for the maintenance and upbringing of children aged 3-8 years. Simonovich herself came up with outdoor games, the children were engaged in construction, and even a course in homeland studies was mandatory here. And in addition, Adelaida Semyonovna began publishing a special magazine “Kindergarten”. But two years later the establishment was closed.

The Smidovichs’ kindergarten in Tula lasted a little longer. It was opened in 1872, and completed its work in 1875. Perhaps the main reason was the lack of funds. The “soul” of the Smidovich kindergarten was their son Vikenty, later a famous doctor and writer Veresaev.

On October 25, 1872, a small advertisement with the signature of Elizaveta Smidovich appeared in the Tula Provincial Gazette newspaper: “With the permission of the trustee of the Moscow educational district, I am opening on November 1 of this year on Bolshaya Dvoryanskaya Street, in my own house, a kindergarten for children from 3 to 7.” . Everyone who knew the Smidovich family of doctors was very surprised: the family had eight children of their own - what a kindergarten! But the surprise became even greater when city residents learned that they would not charge any fees for the maintenance of children. And all this is conceived only so that children develop more harmoniously, especially since they will be taught new things here. The best rooms were allocated for the little pupils - the dining room, the hall and the living room - there was enough space for children's games and for educational activities.

IN summer days The pupils went out into the garden, held parties, frolicked, and staged children's plays. And Vikenty Smidovich did not remain indifferent to his wife’s ideas - he personally made a huge model with mountains, rivers, sea, bays and islands. Herds of miniature cows grazed on the seashore; children could even touch them. He liked the simple performances, the fact that the children were very relaxed, and the fact that they learned the basics of hygiene under the supervision of adults. Under the leadership of Elizaveta Pavlovna, classes were held in drawing, clay modeling, weaving, children were taught counting and reading, and outdoor games were always held.

Why are children sent to kindergarten?

Naturally, the main reason is so that the child can be looked after while the parents are at work. And then, accordingly, the following: so that the child does not get bored at home, so that he gets used to communicating with other children, so that he becomes a comprehensively developed person, so that he prepares for school in the best possible way, etc.

But everyone who sends a child to kindergarten wants, like Froebel, “that the child is loved there and then you don’t have to worry about the rest at all...”.

Modern kindergarten in Russia

Kindergarten - educational institution for preschool children (usually from 3 to 7 years), in the Russian Federation one of the types of preschool institutions.

There are kindergartens various types: general developmental with priority areas, for example, intellectual, physical, artistic and aesthetic education; combined; compensating, etc.

Kindergartens are divided into municipal, departmental, private (commercial) and home (family). Depending on the type of kindergarten, the curriculum, the number of children in the group, the quality of food and toys, and even, in many ways, the psychological atmosphere will vary.

Each kindergarten has its own curriculum, but the main ones, as before, remain classes in physical education, creative and intellectual development.

In nurseries and the younger group of kindergarten, classes last only 20-25 minutes; in kindergarten, classes for this age are held 2 times a day.

Classes for middle group last 25-30 minutes, although they include the same set as for the younger group.

But in the senior group of kindergarten, the duration of classes is already 30-35 minutes, almost like at school. Classes are held 4 times a day. And preparation for learning to read and write is added to the development of speech, and modeling and appliqué are carried out as one lesson.

Kindergarten: pros and cons

We have already talked about why children are sent to kindergarten. But no less important is the question at what age is it best to send him to this institution: after all, it is known that some children have difficulty getting used to the environment of a kindergarten or do not want to attend it at all.

Psychologists believe that until the age of 2-3 years, a child does not feel the need to communicate with peers, but during this period, attachment to the mother and close people is strongly manifested. Therefore, if an emotionally sensitive child is sent to a nursery before the age of 3, he will react sharply to separation from his mother, cry and be sad.

According to psychologists who have studied this problem in detail, a child should be sent to a child care institution when he turns 3 years old (if it’s a girl) and 3.5 years old (if it’s a boy). Fortunately, this is also taken into account by Russian legislation, which has established for mothers the period of child care for up to 3 years.

To choose a good kindergarten for your child, you need to look not at the external design and modern equipment, but at the atmosphere in it. Listen to psychologist A. Fromm: “A good kindergarten is a very noisy place. If within half an hour you don’t hear noise and commotion, as well as bursts of laughter, look for another kindergarten for your child.”